STUDENT PERCEPTIONS AND ENGAGEMENT:

BASIS FOR RESPONSIVE STUDENT SERVICES

DURING THE PANDEMIC

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 12
Pages: 163-171
Document ID: 2023PEMJ1047
DOI: 10.5281/zenodo.8240393
Manuscript Accepted: 2023-11-8
Psych Educ, 2023, 12: 163-171, Document ID:2023 PEMJ1047, doi:10.5281/zenodo.8240393, ISSN 2822-4353
Research Article

Student Perceptions and Engagement: Basis for Responsive

Student Services During the Pandemic
Marites A. Balot*, Carlino G. Santos Jr., John A. Furuc, Richmond Zito T. Maguigad
For affiliations and correspondence, see the last page.
Abstract
This study described the perception of tertiary students on student services provided to them during
the COVID-19 pandemic. Involving 313 first year to third year students enrolled in a provincial state
university during the second term of school year 2020-2021, the study utilized researcher-adapted
questionnaire with documentary analyses. Quantitative data were analyzed using frequencies,
percentages, means and one-way Analysis of Variance (ANOVA). Qualitative data obtained through
the open responses given by the respondents were coded to draw out themes. Results show that the
respondents perceived student services were available and provided by the Office of Student Services
(OSS) along with other units. There was no significant difference in the perceptions of students by
year levels and genders. As to engagement, tertiary students participated in varied activities.
Recommendations by students were categorized into academic/faculty-related, co-
curricular/extracurricular-related and personnel-related themes. Inputs served as the basis for the
enhancement of student services during the pandemic.

Keywords: pandemic, student engagement, student perception, student services

Introduction economic repercussions and effects on daily living

The pandemic brought about by COVID-19 has
created changes in the way people live. All sectors of
society are caught in the middle and majority were not
prepared with the aftermath of the pandemic be it in
the global or national perspective. There are major
changes which require people to be adaptable and
flexible, the education sector is of no exception.
Teaching and learning have migrated to remote and
online platforms instead of in-person. Student services
in higher education have to be redesigned and to
strategize ways to assist students even if they are not in
campus.
Commission on Higher Education Memorandum
Order (CMO) No. 9, s. of 2013 mentioned that higher
education institutions have student services and affairs
to ensure holistic student development. The academic
support services are those related to student welfare,
student development and institutional services. In
addition, CMO No. 8, s. 2021 provides guidelines for
the flexible delivery of student services during
COVID-19 pandemic. It is somehow emphasized that
the implementation of these services is unique to every
institution. Student services help prepare students for
active participation in society. These services are made
available to students especially those who help them
meet their academic, personal development and
emotional needs.
Some related studies were reviewed for this research.
College students’ well-being is affected by the
pandemic. Anxiety was linked to academic delays,
(Cao et al., 2020). Much more so, the pandemic
heightened pre-existing mental health conditions due
to school closures, disruption of routine, and limited
social ties. Burns, et al. (2020) contend that closing the
school is an effort to protect the personnel and staff
from contracting the virus but have monumental
repercussions on the delivery of teaching and the
provision of student services. Student health and
wellbeing are to be prioritized so students can thrive
and flourish academically and socially.
Doyle (2020) recognizes that the impact of student
affairs and student services is affected by COVID-19
thus according to him the question to ask is how
student services could look like when students are no
longer in campus. Likewise, he posited that many
student affairs and academic support staff are quickly
learning how to deliver and scale their services in a
virtual manner. The migration of services from face-
to-face delivery to virtual is evidently the call of the
times. Similarly, Veerasamy and Ammigan (2021)
conducted a case study on the delivery of international
student services in a mid-sized university in the United
States and reimagined how these services can be made
possible on the onset of health crisis affecting the
world. The traditional in-person service model to a
virtual mode of support for international students due
to the closures and switch to remote learning was
noted. The authors designed a model for remote
delivery of services.
COVID-19 has forced college institutions to move
online in the delivery of their services for food-

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Research Article
insecure students and these services went beyond
academics. Student support came in the form of food
support and surveys of existing scholarship to reduce
barriers for academic success. Students have lost
access to critical services such as student food
pantries, meal vouchers, educational resources,
counseling services, and coordinated benefit offices.
Accordingly, student services found ways to address
the needs of the students beyond academics (Guerra,
2021). In another study conducted by Blankstein et al.
(2020), they were able to establish that institutional
support to students during COVID-19 pandemic is best
provided through giving up-to-date information
through webpages as well through financial aid and
academic advising.
In local setting, Maslang, et al. (2021) conducted a
study in a private higher education institution in
Northern Luzon focused on assessing the awareness
and level of satisfaction of students on the student
services provided by the university. The purpose of
knowing the awareness and satisfaction is for the
institution to identify ways on how the school could
deliver the services faster, stress-free and at the most
convenient way possible for the students. It was noted
that awareness and satisfaction level among students
vary. Gender and year levels were not considered as
factors in the way students respond. As offshoots to
their study, three important services that could enhance
the services were identified, i.e. creating a “One-Stop
Shop” where students can have all the necessary links
and information, reorganization of the student study
group program (SSGP) through virtual meetings, and
enhancement of the activities of the guidance and
counseling team. Balot, et al. (2016) found that
guidance services were rendered adequately by the
Office of Student Services. As to the provision of
student services, annual evaluation results in 2019 and
2020 respectively yielded that student services were
provided adequately to students (OSS Reports 2019,
2020). The services were made available on face-to-
face scheme.
The Philippine Normal University North Luzon’s
Office of Student Services (OSS) is one of the vital
frontline service units of the University and it caters to
the University’s number one stakeholders-the students.
The Office provides services to students from the time
they enter the University until they graduate. Its
programs and activities are designed to help students
achieve their maximum development.
In SY 2020-2021, when the pandemic has loomed in,
the OSS personnel have to migrate their services
online although there were still walk ins from time to
Balot et al.
time. The different student services of the University
include Student Development, Admission/Registration
Services, Student Publication, Scholarship, Class
Advisement, Financial Assistance, Guidance Services,
Health and Medical and Health Services, Culture and
Sports, Food Services and Dormitory Services. Since
students have studied remotely, Food and Dormitory
Services were not provided during the school year. In
lieu of these, OSS e-services have been launched in
April 2020 to respond to students’ needs for
information, certification, placement or referral.
Surveys on students’ needs, online kumustahan and
Facebook pages were made available for students, too.
Occasional home visitations were conducted for cases
of students who could not be reached by phone or by
online means. The tagline used by the Office is
“Walang PNUan na Maiiwan, Sabay-Sabay sa
Pagsagwan sa Bagong Kadawyan”. Living up to this
tagline, OSS worked with the management to look for
possible donors of gadgets, connectivity or loads.
When Typhoon Ulysses caused disastrous floods in
Region 2, OSS identified students who were affected
provided with assistance.
The COVID -19 pandemic along with other
eventualities demands that OSS be flexible, adaptable
and responsive in its services. The question remains
though on whether the student services have been
rendered effectively. Which of the student services do
students need the most during the pandemic? What
activities conducted by the Office of Student Services
have they participated in? The information on how
these services were perceived by the students and their
engagement to the activities provided by the OSS to
them would serve as basis in making student services
responsive.
Research Questions
The study aimed at finding out how student services
were perceived by the students and how these students
engaged themselves in the student services during the
COVID-19 pandemic. It sought answers to the
following problems:
1. How do students perceive student services along the
following components during the pandemic?
1.1 Student Development;
1.2 Admissions/Registration;
1.3 Student Publication;
1.4 Scholarship;
1.5 Class advisement;
1.6 Financial Assistance;
1.7 Medical/Health Services;
1.8 OSS e-services;
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Research Article

Data obtained was statistically treated using simple

1.9 Socio-cultural and Sports; and
1.10 Guidance Services?
2. Are there significant differences in perceptions when
students are grouped according to:
2.1 Year Level; and
2.2Gender?
3. What activities provided by the University through
the OSS do students find helpful in their academic and
personal life balance?
4. What activities provided by the University through
the OSS do students participate in during the school
year?
5. What recommendations do students give in the
improvement of student services?
6. What revised student services program can be
developed to make it responsive during the pandemic?
Methodology
frequencies, percentages and mean. To establish
significant differences in the perceptions of students
regarding student services by year level and gender,
one-way ANOVA was utilized. For the qualitative
data obtained out of the short responses given by
students, coding was used to establish themes.
The participants were tertiary students of the
university who are 18 years old and above and were
able to give their consent. Since the instrument was
given online, there was no health risk. Items were
objective and the identity of participants was
protected. The information gathered was used
primarily in improving the implementation of student
services during the pandemic or even post-pandemic.
The data collected was kept strictly confidential and
was handled with utmost care.

Descriptive research is a study of status and is widely Results and Discussion

used in education and behavioral sciences (Koh &
Owen, 2000; Fraenkel, Wallen & Hyun, 2000). The
value of this research type lies on the premise that Students’ Perceptions on Student Services during
practices can be improved through observation,
COVID-19 Pandemic
analysis and descriptions. The most common of the
descriptive research methods is the survey. This
research utilized the survey method in establishing the Table 1 presents the students’ perceptions on the
perceptions of students as well as their engagement in different student services provided by the University
the provision of student services. during the COVID-19 pandemic.

There were 523 undergraduate students enrolled in SY Table 1. Students’ Perceptions on the Student Services
2020-2021. Three hundred thirteen (313) students or during the COVID-19 Pandemic
59.84% of the total population from first year to third
year across programs/curricula agreed to participate.
They were male (93 or 29.7%), female (214 or 68.4%)
or preferred not say (6 or 1.9%) and enrolled students
from first year (90 or 28.8%), second year (88 or 28%)
and third year (135 or 43.1%) during the second term
SY 2020-2021. Excluded to participate were those
who dropped during the second term SY 2020-2021.
By the time they participated in the study, majority of
their towns were under the General Community
Quarantine (GCQ).

The researchers used the previously developed

questionnaire of the Office of Student Services to
gather data on students’ perceptions. Excluded in the
items were those related to Food and Dormitory
Services; included were items on OSS E-services.
Short interview questions were included to obtain
qualitative descriptions for the student involvement.

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Respondents “Strongly Agree” on items related to

Admission/Registration, Financial Assistance, Medical
and Health Services, OSS e-services, Socio-Cultural
Activities and Guidance Services. On the other hand,
they “Agree” on items associated with Student
Development, Student Publication, Scholarship, Class
Advisement and Sports. Majority of the respondents
perceive that student services are available and
provided to them during the pandemic. The presence
of COVID-19 pandemic limits their participation in
sport activities. However, they still agree that they
have participated in online intramurals.

Students’ Perceptions on Student Services during

COVID-19 Pandemic by Year Level and by Gender

Table 2. Mean Results by Year Level and Gender on

Students’ Perceptions on Student Services

In Table 2, first year, second year and third year

responses yielded means of 4.29, 4.47 and 4.46
respectively which fall under “Agree”. The three year
l e v e l s s t r o n g l y a g r e e on th e i t e m s on
Admission/Registration, Financial Assistance,
Medical/Health Services, OSS e-services and
Guidance Services. The rest of the items were rated
“Agree”. First year students rated items on Class
Advisement and Club Participation as somewhat near
borderline but they still fall under “Agree”. These
results show that first year students are joining selected
few interest clubs.

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Table 4. Activities Provided by OSS Where Students

Participate or Engage in (N=313)

Obtained means were computed using One-Way

Analysis of Variance (ANOVA). The p-value is 0.028
(significance level at 0.05) which indicates that there is
no significant difference among the three year levels’
perceptions on student services during the COVID-19
pandemic.

Females (68.4% of the respondents), Males (29.7% of

the respondents) and those who preferred not say their
gender (1.9%) obtained overall means of 4.38 (Agree),
4.49 (Agree) and 4.51 (Strongly Agree), respectively.
Using one-way ANOVA with the three groups, the
computed p-value is .00001 (significance level at 0.05)
which means that there is no significant difference on
the perception of students on student services. This
means that regardless of gender, students perceive the
student services in the same way. The results are in
agreement with the findings of Maslang, et al. (2021)
stating that year level and gender of college students
are not factors influencing their degree of satisfaction
on student services.
Student Engagement in Student Services during
COVID-19 Pandemic
Students have prioritized activities and actually
engaged in activities among those provided by OSS.
Table 3. Activities Provided through OSS Which
Students Find Helpful in the Academic and Personal
Life Balance (N=313)
Students primarily find growth sessions and webinars,
class advisement, online kumustahan, opportunities for
self-expression and orientation activities as the top 5
activities which they find helpful in their academic and
personal life balance. These activities are included in
the approved program of activities of the Office of
Student Services during the school year.
As to actual participation or engagement, majority of
the student respondents join virtual welcome and
orientation (91.05%), webinars/growth sessions on
various topics, i.e. nutrition, relaxation exercises,
mental health, etc. (88.18%), webinars on gender and
wellbeing (78.91%), class advisement (78.59%) and
online kumustahan with PNUNL administration
(53.35%). The orientation program is regularly
conducted at the start of the school year with the
purpose of providing relevant information re academic
policies, conduct and services offered by the
University. The growth sessions are provided by year
level and are developmentally-appropriate. Webinars
are based on monthly thrusts and concerns. Class
advisements which are originally intended for
academic advising are conducted at least once a
month, or as the need arises, to give psychological and
moral support to students. The online kumustahan
spearheaded by OSS is conducted once every term. It
is a venue for the students to communicate their
concerns be they academic, co-curricular, financial or
even personal to the administration. Attendance sheets,
proceedings and end-of-activity reports, lifelong
learning reports and evaluations validate the students’
engagements to these activities. These activities are
gender-fair and inclusive. Subramaniam et al. (2020)
posit that there is slight disparity of engagement in co-
curricular activities among Malaysian college students
in consideration with their gender and year level. In
the local campus, activities provided for students were
designed for all students and therefore inclusive.
Student Recommendations for the Improvement of
Student Services

Majority of the student-respondents are satisfied with

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Research Article

the student services provided by the University

through OSS and other service units, i.e. very satisfied,
nothing to ask more, excellent, responsive, all good,
fast service, efficient/effective, perfect, supportive,
keep up the good work, nothing to recommend, none,
etc. These were validated through the results of Client
Satisfaction Survey done from October 2020 to July
2021. However, the students’ recommendations to
improve the services were sought. From the free
responses of the respondents, their recommendations
were coded and categorized as Academic/Faculty-
Related, Co-Curricular/Extra-Curricular-Related and
Personnel-Related.

Table 5a. Student Recommendations for Student

Services

Academic/Faculty-related concerns are not direct

concerns of OSS. However, these shall be used as
database for referral purposes to the Dean and
Associate Dean of Academics for discussion and
possible considerations. On the other hand, co-
curricular/extra-curricular-related concerns shall be
addressed by Office of Student Services through the
Student Activities Coordinator. As to personnel-related
concerns, these will be coordinated with the concerned
units, i.e. Guidance and Counseling Unit,
Medical/Health Unit, Office of the Registrar,
Scholarship and Financial Assistance.

Students were also asked as to their topic preferences

for growth sessions and webinars in the future and
these were to be included in the next program of
activities of the OSS.

Table 5b. Students Preferred Future Topics for

Growth Sessions or Webinars (N=313)

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Students’ top 3 recommended topics for growth
sessions and webinars are on how to overcome stress
and anxiety, how to study effectively during the
pandemic and developing self-confidence. College
students are greatly affected by changes in the
platforms used in learning. This confirms that college
students are greatly affected by the pandemic, which
heightened pre-existing mental health conditions due
to school closures, disruption of routine, and limited
social ties (Cao et al, 2020). In the studies of Copeland
et al. (2021) and Molock and Parchem (2021), the
common effects of the COVID-19 pandemic are
anxiety, depression, stress as well as low academic
motivation. The former researchers found out,
however, that college students, particularly first year
students who attend to wellness programs that include
digital interventions are less affected by stress or
attention problems. They recommend that aside from
tracking health condition, emotional health tracking
should also be done and the wellness programs must
be enhanced. Our local campus, having no LMS of its
own, maximized the use of the Facebook pages and
Google Meet/Zoom apps for growth sessions which
are done once in a term/year level.
Table 5c. Ways How Students Handle Academic or
Personal Difficulty
The top 3 coping techniques are approaching people
who can help them (85 or 27.16%), keeping things to
themselves (75 or 23.96%) and rechanneling energy to
other activities (73 or 23.32%). Of the 3 topmost
coping techniques, keeping things to self can be
Balot et al.
alarming and will require outmost attention from a
helping professional. Although in some cases, this
tendency can be a sign of self-sufficiency, in most
cases it can lead to more psychological concerns such
as anxiety or even depression. Pragholapati (2020)
maintains that student anxiety has significantly
increased during the pandemic. The coping strategy
identified is one that focuses on the problem rather
than on the emotion. This implies that trained helping
professionals can help facilitate expression of thoughts
and feelings through individual counseling or group
guidance with concerned students.
The COVID-19 Pandemic Responsive Student
Services
Based from the recommendations of students vis-à-vis
existing student services program, the pandemic-
responsive student services would still be the same
services but the platform would be online. Following
the Outcomes-Based Co-Curricular Program
(OBCCuP) framework of the University, student
organizations and program-based and interest-based
club activities will be encouraged to have more major
activities each term. These activities shall be varied
and stress-relieving ones. OSS will coordinate with
the Student Publication the need for articles that
provide timely information and those that encourage
self-expression. OSS shall monitor closely the
activities to avoid duplications and to ensure quality
over quantity. As to Admission/Registration, the need
for faster online transaction for request on
certifications shall be coordinated by the office. As to
scholarship or financial needs of students, OSS,
specifically Scholarship Unit, will look for additional
benefactors. Regular monitoring of physical and
mental health status of students shall be undertaken by
the Medical and Health Services Unit in cooperation
with OSS.
OSS e-services on processing of scholarship
documents, referrals, placement and follow-up;
welcome program and orientation/reorientation,
growth sessions/webinars, club activities; and issuance
of needed certifications like Certificate of Good Moral
Character, or of no ID yet shall be continued. Since
there is a clamor for more growth sessions/webinars on
various topics particularly on overcoming stress and
anxiety, how to study effectively and developing self-
confidence amidst pandemic, these will be the priority
topics in the succeeding school year. OSS will have
additional growth sessions instead of the usual one-
activity per term. Class advisement shall be
strengthened since this activity provides venue for
identifying concerns and needs of students and the
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basis of class advisers for referrals on counseling,

placement, follow-up, home visitations or further
referrals. From once a month, it is recommended that
advisers meet their advisees twice a month. As to
culture/sports development, more engagement on
sports or sport-related activities will be encouraged
among students and this will be coordinated to the
concerned unit. The PNUNL Office of Student
Services and Counseling and Career Service Unit
Facebook pages will be maintained and updated since
through this platform, students are provided relevant
information related to their academic and personal Conclusion
adjustments as well as hotline numbers/email
addresses which they may contact for their
The study intended to find out the students’
urgent/emergency concerns. Individual needs for
perceptions and engagement in the different student
counseling shall be addressed through phone or
services provided by the Office of Student Services
Google Meet, if not through home visitation.
during the COVID-19 pandemic. The student
Table 6. Adjusted Student Services in Consideration of respondents agreed that Student Development,
Student Inputs Admission/Registration, Student Publication,
Scholarship, Class Advisement, Financial Assistance,
Medical/Health Services, OSS e-Services, Socio-
Cultural/Sports and Guidance Services are available
for them. Perceptions on the same for students when
grouped by year level and gender.

As to engagement, students participated in various

activities provided by the Office of Student Services.
These activities were relevant in the students’
acad em ic and p er so n a l liv es. Stu d en t s’
recommendations for the improvement of student
services are categorized into Academic/Faculty-
Related, Co-Curricular Activities-Related and
Personnel-Related.Student services are important for
the students and their recommendations for
improvement are noted. The student inputs will be
considered in the adjustment of activities provided by
the office for the succeeding school year.Different
student services specially those related to co-
curricular/extracurricular activities and personnel-
provided services shall be further enhanced and be
consistently provided in a hybrid manner even after the
pandemic. As to future research undertakings, similar
study can be conducted in a post-pandemic context.
Student narratives on their engagements in student
services and COVID-19 experiences can likewise be
explored.

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